Vermont Academy Course Catalogue 2012-13

Vermont Academy

2012-2013 Course Offerings

2012-2013 Course Offerings English

History

Mathematics

English 9 - The Quest

9th Grade

Algebra I

English 9 - The Quest Honors (W/S)

English 10 - The Individual in Society

Foundations in History

English 10 - The Individual in Society

10th Grade:

English 11 - American Literature

Honors European History (F/W)

Honors

English 11 - American Literature Honors

Modern Comparative Cultures AP US History (S) 11th Grade

12th Grade AP English

Literature and Composition 12th Grade Electives: Senior Writing Seminar (F) - Required

unless in AP English

Fantasy (W)

World Literature 1 (W)

US History

AP US History 12th Grade Art and AP Economics electives:

English for International Students (EIS)

AP Calculus BC

Advanced Mathematics

Kinesiology

Contemporary Issues (F)

Languages (ESOL)

AP Calculus AB

AP Economics (year long)

The Holocaust (F)

AP Statistics

Cellular Biology

Science Fiction (S)

English for Speakers of Other

Finance Mathematics

Field Biology

Modern Art (S)

Public Speaking (W)

Options for International Students:

Pre-calculus

The American Civil War (F)

Literature of Trauma and Survival (S)

Functions

Art History - Smashing Expectations -

12th Grade – Trimester Electives

The Outsiders (S)

Algebra II Honors

Sciences

Madness and Society (W, S)

Writing and Reflection (S)

Algebra II

Art History - Survey (F/W)

Native American Literature (W)

World Literature 2 (S)

Geometry

Comparative Religions (F)

American Indian History I:

Pre-contact to 1830 (F)

Introduction to Microeconomics (F) History of the Middle East (W)

Exploration & First Encounters (W)

The Making of Modern East Asia (W) Senior Research Seminar (W) American Indian History II:

1830 – Present (W)

Introduction to Macroeconomics (W) History of the 1960s (W)

History of the American Wilderness (S)

Leaders and Leadership (S)

The Evolution of Societies (S)

Modern Africa: Challenges and

Opportunities (S)

Applied Economics (S)

History of Latin America (S)

Social and Political Philosphy (S)

Anatomy and Physiology Biotechnology/Bioethics AP Biology Chemistry

Organic Biochemistry AP Chemistry

Environmental Issues Analysis AP Environmental Science

Integrated Physical Science Physics: Project Robotics

Honors Physics: Mechanics

Advanced Physics: Robotics Software

& Engineering

Magnetism

Engineering

Advanced Physics: Electricity and Advanced Physics: Architecture and AP Physics: Mechanics C-level Astronomy

Forensic Science

2012-2013 Course Offerings World Languages French 1 French 2 French 3

French 4 Honors French 5 Honors AP French

Ensemble Offerings – H Period: (Ensembles are all year-long,

with open enrollment at trimesters.)

Jazz Ensemble

Vocal Ensemble

Chamber Ensemble

Latin 1

Visual Arts

Spanish 1

Pottery (F, W, S)

Latin 2

Advanced Art (year-long)

Spanish 2

Freshman Arts Program (F, W, S)

Spanish 3

Spanish 4 Honors Spanish 5 Honors AP Spanish Russian 1 Russian 2 Performing Arts Theater Course Offerings:

Studio Art I:

Foundations (F) 3-D (W)

Introduction to Painting (S) Studio Art II:

Advanced Drawing and Design (F) Cardboard Construction (W)

Painting and Printmaking (S)

Advanced Theater Seminar (year long)

Digital Photography:

Acting (F)

Studio and Still Life (W)

Freshman Arts Program (F, W, S) Playwriting (W)

Winter Workshop

(W - afternoon activity)

Directing (S)

Music Course Offerings:

Freshman Arts Program (F, W, S)

Basics (F)

Landscapes and Portraits (S)

Black & White Photography: B&W Applications (F)

B&W Composition (W) B&W Studio (S)

Sound Lab (F)

Filmmaking:

Electronic Instrument

Basic Film (W)

Music Appreciation (W)

Building & Design (W)

Music Theory (S)

Recording Studio (S)

Music lessons (F, W, S)

Advanced Film (F) Stop Motion Animation (S) Computer Studio:

Introduction to Computer Studio (F) Designing for print and

Digital Publications (W)

Fine Art in the Computer Studio (S)

All courses are year-long unless indicated by trimester: F/W/S

2012 2013 Vermont Academy Course Offerings

Welcome to the 2012-2013 Vermont Academy Course

Vermont Academy’s rigorous academic curriculum is

and effort that they have invested in making our aca-

filling in the details) and linked to real—world situ-

Catalog. I am indebted to my colleagues for the time

conceptually based (seeing the “big picture” and then

demic program one of the strongest in New England.

ations. Through process learning, teachers guide stu-

The impressive number of diverse courses we offer

dents on their journey of gathering knowledge. They

and the experience and dedication of our faculty help

demonstrate this knowledge through class participa-

to make the VA experience a rewarding one for all of

tion, writing, projects and presentations, as well as

our students. The one major change for 2012-2013 is

quizzes and tests. Practical applications of the subject

the decision to switch to a trimester based academic

matter provide meaningful work and, in many cases,

calendar. We are confident that this is the right move

career opportunities. Students learn the skills for oral

for our faculty, for our challenging academic program,

and written expression, critical thinking and analysis,

and most importantly for our students. Trimesters will

active listening, and the cultivation of good instincts—

allow us to better balance our unique academic and

intellectual, creative, athletic, and social.

athletic calendar, improve our growing international studies program, and provide our students with more

Vermont Academy reserves the right to change adver-

these changes and hope that this course catalog explains

offered, and to cancel, at any time up to the third day

academic options, not less. We are looking forward to

tised courses, to alter the dates on which courses are

in detail the impressive list of academic offerings here

of classes, any advertised course in which enrollment

at V.A.

is judged to be unacceptably small. Likewise, Vermont Academy has the right to restrict

Vermont Academy, like Vermont

enrollment in any course when

itself, invites its students to get

sign-ups exceed the departmen-

involved. We view challenges as

tally determined course capacity.

opportunities for students to stretch

Students who are enrolled in the

their intellect and discover their

first term of a continuing course

talents. Our program is designed

may have priority in subsequent

for college-bound students who

terms.

enjoy a comfortable combination of structure and support. The struc-

English Courses

and participation as well as grades.

We have two primary goals in Eng-

from both teachers and students

better writers and readers, and to

ture is flexible and based on effort

lish: To help our students become

The support and personal attention

help them sharpen their critical

include a 9:1 student/teacher ratio,

thinking skills. At the same time,

seminar-style classes, an average

we want to convey to them the

class size of ten, a strong advisor

excitement, power, freedom, and

system, and a learning skills cen-

versatility of language through

ter. Vermont Academy’s goal is to

develop confident and indepen-

The Long Walk

their own experience with writing

and through exposure to a wide

dent learners for life.

1

variety of literary works. Through

refine skills acquired in the 9th

ing, our students confront the

the writing process, analytical

literature and in their own writ-

grade. They continue to work on

ideas and issues that complete and

writing, vocabulary, grammar,

enrich life.

and reading skills. Readings may

include: Fahrenheit 451, Macbeth,

English courses at all levels are based

on

individualized

A Long Way Gone, Plainsong, and

and

short stories. No prerequisites.

small-group instruction that challenge students to take responsi-

English 10 The Individual in Society Honors (year long) Stu-

bility for their own learning and to think conceptually. Regular

dents must complete an applica-

frequent classroom discussions,

mental approva

tion process and receive depart-

writing and reading assignments, group workshops, individual student - teacher conferences and

English 11 American Literature

challenge.

on American writers from the 19th

This year long course concentrates

special projects are all part of the

The English Department believes

English Class

and 20th centuries. Students will

read a selection of short stories,

that critical thinking requires an open mind and a safe

non fiction, poetry, and novels covering a variety of lit-

comfortable setting for free exchange of ideas, and we

their writing skills in research, analytical, and creative

erary styles and themes. Students will continue to refine

environment in which to use it. Therefore, we stress a encourage all members of classes to respect the natural

writing assignments. In conjunction with course mate-

variety of opinions and points of view that inevitably

rial and in preparation for standardized tests, this course

flow in class discussion.

continues to emphasize vocabulary building and grammar. Texts will include The Crucible, My Antonia, The Great Gatsby, and The Things They Carried. No prereq-

English Courses

uisites.

English 9 - The Quest In this year long course, students focus on the close

English 11 – American Literature Honors (year long) Students must complete an application

reading of a text, the writing process, vocabulary building, and grammar. They are also introduced to literary

process and receive departmental approval.

novel. Patterns in literature such as the hero journey

AP English - Literature and Composition This year

mythology and The Bible, The Odyssey, The Alchemist,

the Advanced Placement exam in English. Centered on

forms including short stories, drama, poetry and the

long course for seniors will prepare students to take

are also explored. Readings may include: stories from

American and world literature, the course is designed

The Bean Trees, and The Tempest. No prerequisites.

to introduce students to a variety of rhetorical styles

English 9 The Quest Honors Trimesters two and

three

and to increase students’ repertoire of literary works.

Students must complete an application process

Emphasis is placed upon written exercises through

and receive departmental approval.

which students explore how authors work to convey their meanings, and through which students learn to

English 10 The Individual in Society This full year

articulate ideas concisely. Titles may include, but are not

course focuses on how individuals function within the

limited to: Oedipus the King, Hamlet, Cry the Beloved

context of the family and in society at large. Students

Country, Heart of Darkness, short stories by Joyce Carol

2

Oates, Jhumpa Lahiri, Alice Walker, Tim O’Brien, Flan-

World Literature 1 This is a one trimester 12th grade

present. No prerequisites but students must complete an

Isles, Western and Eastern Europe, India, and the Mid-

nery O’Connor, and poetry from the 17th century to the

course designed to explore literature from the British

application process and receive departmental approval.

dle East, with a focus on how that literature-- stories,

essays, myths/folktales and poems-- represents the cul-

ture, philosophies, and issues facing the various societ-

English for Speakers of Other Languages (ESOL) This is a year long credit course which concentrates

ies. Students will write analytical and reflective essays

on teaching English as a secondary language. Students

as well as some creative pieces in response to the read-

acquire listening and speaking skills and study gram-

ings. No prerequisites.

mar, vocabulary, reading, and writing. New students

will be placed in this course based on their performance

Native American Literature

The aim of this course

is to better understand and study the North American

on a placement test given during orientation. No pre-

Indian experience during the 20th century by reading sto-

requisites.

ries and several written works by contemporary Native

English for International Students (EIS) This course

American authors, poets, and musicians. Students will

cannot be taken concurrently with ESOL. This course is designed as the final transition to mainstream English classes. This year long credit course is designed to give students an opportunity to practice the skills needed in mainstream English classes, such as analytical and personal writing, reading, and how to discuss literature. New students will be placed in this course based on their performance on a placement test given during orientation. No prerequisites.

get a chance to explore issues such as the changing face of the American Indian family post contact and why tradition remains a vital part of their experience to this day.

The reading list will include such texts House Made of

Dawn, The Lone Ranger and Tonto Fistfight in Heaven, Yellow Raft in Blue Water, Ceremony, and The Painted

Drum. Students will have an opportunity to learn more about what it means to be an American Indian during contemporary times and get a better sense of the American Indians’ past, present and future existence. No pre-

English 12 electives

requisites.

Fall Trimester Senior Writing Seminar (Required) Using essays

Madness and Society

In many provocative literary

and short stories as models, this course offers an inten-

works, characters are viewed as mad by those around

emphasizing the process approach. Students examine

in various texts (including but not limited to “The Yellow

sive preparation for college level expository writing

them. This course will explore the social norms presented

and practice the rules and principles that underpin

Wallpaper”, selected stories by Edgar Allen Poe, Fight

good writing. Time will be set aside for work on the

Club, In the Lake of the Woods, A Clockwork Orange,

personal college essay. The main text for this class is

and Hamlet) and the reasons why characters are often

The Bedford Reader. No prerequisites.

deemed mad. We will also explore the responses to mad characters – ostracizing, imprisoning, and reforming –

Winter Trimester Fantasy This is a one trimester senior elective explor-

and how those actions affect both the individual charac-

not only as a venue for literary imagination, but also as

a section of the reading. As the course proceeds, essay

ter and the society in which he/she lives. Students will

ing the genre of fantasy fiction and how authors use it

be expected to write regularly, most often in response to

social commentary to explore issues in the real world.

topics will ask students to link texts together. No pre-

The readings will include A Midsummer Night’s

requisites.

Dream by Shakespeare, Magic Street by Orson Scott

Card, The Hobbit by Tolkein, and A Wizard of Earthsea

Public Speaking Public Speaking is a course designed

and analytical essays as well as creative writing based

placed on the application of basic communication theory

to improve oral communication skills. Emphasis is

by LeGuin. Writing assignments will include reflective

to practical communication experiences. Speech tech-

on the literature studied. No prerequisites.

3

nique is bolstered by the study of rhetoric with a focus

oning, and reforming – and how those actions affect

the course, students should have increased confidence

he/she lives. Students will be expected to write

on the development of a unified thesis. By the end of

both the individual character and the society in which

in their public speaking ability, learned the prin¬ciples

regularly, most often in response to a section of the read-

of effective public speaking, demonstrated aspects of

ing. As the course proceeds, essay topics will ask stu-

effective speech preparation, and applied appropriate

dents to link texts together. No prerequisites.

public speaking skills to a variety of speech contexts. No prerequisites.

Writing and Reflection This course focuses on build-

Spring Trimester Science Fiction This is a one trimester senior elective

essays, narratives, persuasive arguments, poetry, and

use it not only as a format for creative expression, but

are invited to experiment as they find their own unique

ing and refining skills involved in writing personal drama. The ultimate goal for the course will be to create

exploring the genre of science fiction and how authors

and maintain a student-run literary magazine. Students

also as a platform for social commentary about real

voice and writing interests. We will read and discuss

world issues. The readings will include The Martian

works in a variety of genres with the emphasis on writ-

Chronicles by Ray Bradbury, and Ender’s Game by

ing as a way to both reflect upon and communicate one’s

Orson Scott Card, as well as works by Adams, Heinlein,

experiences. Students will also learn about formatting

Asimov, and others. Writing assignments will include

and editing for publication. Texts include supplemental

analytical and reflective essays as well as creative writ-

handouts and students’ own work. No prerequisites.

ing based on the literature studied. No prerequisites.

The Outsiders

What happens when mainstream lit-

World Literature 2 This is a one trimester senior elec-

erature doesn’t tell your story? From early Americans

Rim, Africa and the Americas with a focus on how that

bean author Jamaica Kincaid to contemporary authors

tive designed to explore literature from Asia, the Pacific

such as Anne Bradstreet and Sojourner Truth to Carib-

literature--stories, essays, myths/folktales and poems-

of Asian descent such as Amy Tan and Jhumpa Lahiri,

-represents the culture, philosophies, and issues facing

writers have told the stories of the “outsiders” or “the

the various societies. Students

others”. In this course, we will

will write analytical and reflective

read short stories, drama and nov-

essays as well as some creative

els from around the world. We

pieces in response to the readings.

will hear the voices of a woman

No prerequisites.

trying to find her place in a male-

dominated society, of a slave who

Madness and Society In many

wants to learn to read and write,

provocative literary works, char-

of a young girl who wants to

acters are viewed as mad by

escape her mother’s oppression,

those around them. This course

and of immigrants trying to rec-

will explore the social norms pre-

oncile their cultures with Ameri-

sented in various texts (including

can society. Writing will include

but not limited to “The Yellow

short analytical pieces about the

Wallpaper”, selected stories by

literature and personal/ reflective

Edgar Allen Poe, Fight Club, In

responses. Texts could include,

the Lake of the Woods, A Clock-

but are not limited to: The Author

work Orange, and Hamlet) and

to Her Book (Bradstreet), Ain’t I a

the reasons why characters are

Woman (Sojourner Truth), Annie

often deemed mad. We will also

explore the responses to mad

John (Jamaica Kincaid), and The Ready for Formal Meal

characters – ostracizing, impris-

Brief Wondrous Life of Oscar Wao (Junot Diaz).

4

Honors English Information Honors English courses

French 1 This course introduces the language through

are offered for those students who have a desire to go

all four skills: listening, speaking, reading, and writing.

who wants to be considered for honors or AP English,

in using French as a means of communication. Par-

above and beyond in the study of English. A student,

The main goal is to develop the student’s confidence

must receive a grade no lower than a B+ in his/her

ticipants are expected to work effectively in groups, as

write an essay at a specified time and place. The Eng-

notebook for compositions. Breaking the French Barrier,

current English course. Students will also be asked to

well as independently, and to maintain a self-corrected

lish department will meet to screen the candidates and

Beginner is the primary text; there are many supplemen-

determine placement.

tal materials used including a beginner reader, songs, and authentic listening sources found online.

Language Courses

French 2 Intended for students who have acquired a

The World Language Department prepares students

basic knowledge in French, this course offers an equal

to become culturally sensitive and commnicatively

emphasis on written and oral skills. Participants are

competent in a second language. Through spoken

expected to work effectively in groups, as well as inde-

languages as well as the study of Latin, it offers stu-

pendently, and to maintain a self-corrected notebook for

dents an invaluable point of reference into their native

compositions. Breaking the French Barrier, Intermediate

language and global vision of the world. A four year

is the primary text; there are many supplemental materi-

sequence is offered in French and Spanish; a two year

als used including an intermediate level reader, songs,

sequence is offered in Russian and Latin.

film and authentic listening sources found online.

French 3 Conducted entirely in French, this course

The emphasis of the department is on the spoken word, and to that end, the classes are taught with an immer-

introduces students to French literature with Le Petit

media and the latest available technology and tools to

analyze and reflect weekly on the reading in a journal.

Prince by Saint-Exupery. Participants are expected to

sion approach and are constantly filled with music, film,

An in-depth study of one or two films and a complete

support this philosophy.

grammatical review solidify the communicative pro-

ficiency. Breaking the French Barrier, Advanced is the

Languages show how people think, and thus the depart-

primary text; many cultural and supplemental materials

ment strives for accuracy of expression and interpreta-

are used to enhance the class.

tion. Since verbal clues to how people think help define

their cultures, they, in turn, make our own more compre-

hensible. Thus, students become more self-aware, confi-

French 4 Honors Stressing the effective communica-

context of understanding another language.

of political and literary topics, this syllabus includes an

tion of thought and ideas through debate and discussion

dent and independent thinkers and learners within the

in-depth study of Camus’ L�Etranger and the region of Provence. This class also utilizes the grammar text,

Advanced and honors levels 3 and 4 in Spanish and

Breaking the French Barrier, Advanced, but it incorpo-

French require a C+ average during the second term

rates many other materials from advanced texts as well.

of the previous level and a strong commitment to the

Additionally, the students study the cuisine of France

language as they are taught in the target language. The

and many other francophone countries. This course is

transition from level 1 to level 2 requires a C- average

also conducted entirely in French.

during the second semester. French 5 Honors, French AP, Spanish 5 Honors and Spanish AP (requiring depart-

mental approval) are courses for the motivated linguists

French 5 Honors For advanced students who do not

date. All language courses are year long.

course tailored to the interests of the students. It can

want to pursue the AP curriculum, this is an accelerated

and tailored to fit the need and interest of each candi-

take many different forms that range from a cultural

5

and historical study through film to a study of differ-

Spanish 4 Honors Stressing the effective communica-

ent genres of literature to French philosophers. It is con-

tion of thought and ideas through debate and discus-

motivation and a strong interest in culture and ideas.

an in-depth study of Cronica de una muerte anunciada

ducted entirely in French and requires a high level of

sion of political and literary topics, this course includes

by Gabriel Garcia Marquez and the theme of magical

AP French This course follows an AP syllabus that is

realism through other pieces of Latin American litera-

approved by the College Board and prepares students

ture and films. This class also utilizes the grammar text,

for the AP exam. It requires strong motivation and

Breaking the Spanish Barrier, Advanced, but it incorpo-

discipline as well as instructor and department chair

rates many other materials from advanced texts as well.

approval. The AP exam is required for all students at

Additionally, the students study the cuisine from Gali-

the end of the year.

cia, Spain as well as other provinces. This course is also conducted entirely in Spanish.

Spanish 1 This course introduces the language through

Spanish 5 Honors For advanced students who do not

all four skills: listening, speaking, reading, and writing.

The main goal is to develop the student’s confidence in

want to pursue the AP curriculum, this is a course tai-

pants are expected to work effectively in groups, as well

different forms that range from a cultural and historical

lored to the interests of the students. It can take many

using Spanish as a means of communication. Partici-

study through film to a study of different genres of lit-

as independently, and to maintain a self-corrected note-

erature to uses of alternative energy in Spain. It is con-

book for compositions. Breaking the Spanish Barrier,

ducted entirely in Spanish and requires a high level of

Beginner is the primary text; there are many supplemen-

motivation and a strong interest in culture and ideas.

tal materials used including a beginner reader, songs, and authentic listening sources found online.

AP Spanish This course follows an AP syllabus that is

Spanish 2 Intended for students who have acquired a

approved by the College Board and prepares students

emphasis on written and oral skills. Participants are

discipline as well as instructor and department chair

basic knowledge in Spanish, this course offers an equal

for the AP exam. It requires strong motivation and

expected to work effectively in groups, as well as inde-

approval. The AP exam is required for all students at

pendently, and to maintain a self-corrected notebook for

the end of the year.

compositions. Breaking the Spanish Barrier, Intermediate

is the primary text; there are many supplemental materi-

Advanced Spanish Conversation Taught in Galicia,

film and authentic listening sources found online.

successfully finished Spanish 1 and Spanish 2 while on

Spain, this course is designed for the students that have

als used including an intermediate level reader, songs,

the Vermont Academy campus and who are accepted

Spanish 3 Conducted entirely in Spanish, this course

into the Vermont Academy Spain program. This course

introduces students to common themes in Latin Ameri-

is taught by teachers in Spain and from Spain and is,

can and Spanish literature through Album, a reader of

therefore, conducted entirely in Spanish.

short stories. Participants are expected to analyze and

The class

explores a weekly theme that focuses on an aspect of

reflect weekly on the readings in a journal. An in-depth

daily life and culture in Spain; it incorporates exercises,

study of one or two films and a complete grammatical

conversations, and new vocabulary, and it develops

review solidify the communicative proficiency. Break-

skills in listening and speaking. This is an eminently

ing the Spanish Barrier, Advanced is the primary text;

practical course that embraces the Vermont Academy

many cultural and supplemental materials are used to

philosophy of “hand-on learning� and helps students

enhance the class. The use of authentic listening sources

put into practice the accumulated knowledge from their

such as radio and internet sites occurs frequently and in

previous study of Spanish.

concert with other materials.

6

Latin 1 This course is an introduction to the student’s

The Mathematics Department recommends that all stu-

cal structure of the language and its relationship to mod-

of Algebra I, Geometry, and Algebra II is required for a

study of Latin beginning with a study of the grammati-

dents take 4 years of mathematics. Successful completion

ern languages. The students will develop a fundamental

Vermont Academy diploma. All mathematics courses

vocabulary for the purpose of written translation with

require that students have a TI-83+ or TI-84 graphing

the aid of a dictionary. There is also a focus on Greek

calculator.

and Roman culture through readings, film and internet

Algebra I This two-semester course emphasizes such

sites.

topics as the properties of the real number system, solv-

Latin 2 This course continues the study of written Latin;

ing first degree equations for one variable, fundamental

broadening the knowledge of the student’s grammati-

operations involving exponents, graphing and inter-

cal structures as well as a significant enrichment of their

preting linear equations, factoring, proportions, basic

vocabulary. There is also a focus on Greek and Roman

properties of quadratic equations and their graphs, and

culture through readings, film and internet sites.

problem solving strategies. This course requires that students have a TI-83+ or TI-84 graphing calculator.

Russian 1 This course is an introduc-

tion for the student’s study of the Rus-

Prerequisites: This course is open

student to a level of proficiency that

others by recommendation of the

sian Language and aims to bring the

to all entering 9th graders and

will allow them to communicate in

department

everyday conversation and to read simple Russian texts with the aid of a dictionary.

Geometry

course integrates material from

The instructor uses a

both plane and solid geometry and

film series to guide the content of the

requires the application of skills

class.

and concepts previously mastered

Russian 2 This course continues the

in Algebra 1. Students will learn

study of oral and written Russian;

inductively using The Geometer’s

broadening the knowledge of gram-

Sketchpad software provided by

matical structures as well as a signifi-

Vermont Academy. Basic compass

cant enrichment of vocabulary.

The instructor continues the use of a

This two-semester

and straight-edge constructions Study time

will also be utilized. The range of

film series to guide the content of the class.

topics covers basic one-, two-, and three-dimensional

Mathematics Courses

tionally, time will be given to the power and method of

shapes, their properties, and their relationships. Addiproof in Euclidean geometry. This course requires that

The Mathematics Department offers a range of courses

students have a TI-83+ or TI-84 graphing calculator.

designed to teach mathematics required for admission to colleges and universities. The goal of the department

Prerequisites: successful completion of Algebra I or by

is to provide our students with the ideas, skills, con-

recommendation of the department.

cepts, and attitudes that are essential for further study

Algebra II This course delves more deeply into all of

in mathematics and other related fields, and to foster an

appreciation for the power and beauty of mathematics.

the topics covered in Algebra I. There is strong emphasis

and Evaluation Standards of the National Council of

analysis of both the real and complex number systems,

on algebraic and transcendental functions, trigonometry,

Our course content is formed by using the Curriculum

arithmetic and geometric sequences, and probability.

Teachers of Mathematics.

7

This course requires that students have a TI-83+ or TI-84

all functions in terms of their graphs, real-world data

graphing calculator.

sets, and the practical interpretation of both. Addition-

ally students will progress in trigonometry through

Prerequisites: successful completion of Algebra I.

multiple angle identities, and explore vectors, paramet-

ric and polar equations, conic sections, and matrices.

Algebra II Honors The content of Algebra 2 Honors

This course requires that students have a TI-83+ or TI-84

is similar to that of the non-Honors section. The Honors

graphing calculator.

section includes additional topic: matrices, sequences, and conic sections. Assessments will give more empha-

Prerequisites: Successful completion of Functions, stu-

than basic mechanics. Students should expect home-

or higher, or by recommendation of the department.

sis to problem-solving and application techniques rather

dents who have completed Algebra II with a B- average

work assignments to include reading and learning new material independently prior to attending class. This

AP Statistics

statistics, students learn the art of distilling truth from

graphing calculator.

data. Students will collect and analyze data from the surrounding community and pre-prepared scenarios,

Prerequisites: Students applying for the Honors section

test hypotheses, and make appropriate conclusions.

must have earned at least a B+ in Geometry and obtain

Students will learn how to properly display and discuss

the permission of the department. Note: Students hop-

statistics and their implications. It is an expectation of

ing to take Algebra 2 and Geometry simultaneously

the course that any student receiving AP credit will take

must have earned at least a B+ in Algebra 1.

Functions

This two-semester course follows the

Advanced Placement Statistics course requirements. In

course requires that students have a TI-83+ or TI-84

the AP exam. This course requires that students have a

This two-semester course develops stu-

TI-83+ or TI-84 graphing calculator.

dents’ critical thinking and problem solving skills that they will apply for the rest of their lives. It makes a con-

Prerequisites: Successful completion Algebra 2 and with

classroom and real world situations, integrating real life

pared to complete college level work.

nection between the theory of mathematics taught in the

permission of the department. Students must be pre-

problems from science, business, and other applications

AP Calculus (AB) This two-semester course follows

while reinforcing and expanding on the student’s exist-

ing skills. The course completes the study of the elemen-

the Advanced Placement Calculus AB course require-

mic, and trigonometric) and includes topics from finite

the integral with emphasis on their applications. It is an

ments. Students are introduced to the derivative and

tary functions (linear, quadratic, exponential, logarith-

expectation of the course that any student receiving AP

mathematics, including basic probability and statistics.

credit will take the AP exam. This course requires that

This class is designed to review topics from previous

students have a TI-83+ or TI-84 graphing calculator.

courses while introducing material that will be given

emphasis in Pre-calculus. This course requires that students have a TI-83+ or TI-84 graphing calculator.

Prerequisites: Successful completion Pre-calculus with

Prerequisites: Successful completion of Algebra II.

pared to complete college level work.

permission of the department. Students must be pre-

Pre-calculus This two-semester course is designed for the mathematics/science student preparing to enter Cal-

AP Calculus (BC) This two-semester course follows

culus and/or advanced science classes. Students will

continue to study algebraic functions through the lens

the Advanced Placement Calculus BC course require-

tal, and trigonometric functions. Students will analyze

plus other topics listed in the Advanced Placement Cal-

ments. It covers the same material as AP Calculus AB,

of the Fundamental Theorem of Algebra, transcenden-

8

culus BC course requirements. It is an expectation of the

Topics include (if time permits): Derivatives, directional

the AP exam. This course requires that students have a

ness, separable equations, linear and nonlinear equa-

course that any student receiving AP credit will take

fields, and integral curves, integrating factors, unique-

TI-83+ or TI-84 graphing calculator.

tions, Euler’s method, 2nd order and higher order equa-

tions, power series, and Laplace Transforms. The texts

Prerequisites: Successful completion of AP Calculus

for this course are being evaluated and will be available

(AB) with permission of the department. Students must

at a future date.

be prepared to complete college level work.

Advanced Mathematics

Science Courses

This is a year long course

with two major divisions in curricula. During first half

Science has been described in numerous ways rang-

ear Algebra. The second half of the year, the students

gained through experience.” At Vermont Academy, it is

ing from “any methodological activity” to “knowledge

of the year, the students investigate the concepts of Lin-

presumed that experience is the key to the study of sci-

will shift their studies to the topics of Multivariable Ordi-

ence and, therefore, students are given as much scientific

nary Differential Calculus. The focus in each of these

experience as possible. The goal of the science curricu-

areas will be the application of the concepts learned in

lum is to help students consider data presented to them

formulating and solving algebraic and differential equa-

and make intelligent, rational, and justifiable decisions

tions to model situations in science and engineering.

based on that data. This approach will give students

The students will further investigate the various ways

the tools they need to explore the scientific concepts

of solve problems using the methods found in each of

they will face in college, and to later pursue rewarding

these disciplines. This course is problem oriented and

careers in the sciences. The normal sequence of courses

focused on the practical use of mathematics in science

for a student begins with Biology, in either the freshman

and technology.

or sophomore year. Science electives and advanced level

Prerequisites: Successful completion of AP Calculus

science classes are offered based on interest and avail-

(AB) and (BC).

ability of faculty.

Linear Algebra Some of the topics covered in this

Cellular Biology Cellular Biology is a yearlong lab

portion of the course are Gaussean reduction in linear

course designed to introduce students to basic concepts

eigenvalues and eigenvectors.

as provide a survey of major themes in biology. This

systems, vector spaces, linear maps, determinates, and

of scientific study, research and experimentation, as well

These topics are pre-

sented in a fashion that poses that the student progresses

Biology course addresses the major themes of Biology

most in mathematics while doing exercises. There are

through the lens of nutrition, medicine, health and fit-

project topics that students may choose from for each

ness. The course will cover the units of chemistry, bio-

chapter that support the concepts in that chapter. Written exams will also be given at the end of each chapter.

The text for this course is being evaluated and will be available at a future date.

Multivariable Ordinary Differential Calculus This

course is an introduction to the techniques used for solving differential equations that model concepts in science and technology. Close study of first order differential equations is the main focus of the term. A survey of the

techniques used for higher order differential equations follows as well as a brief investigation of some more dif-

Science Lab

ficult techniques.

9

chemistry, cells, genetics, evolution, and the human body

class will stimulate students’ interest in medical and

of discussions, lectures, group and individual work. The

(but are not limited to); histology, integumentary sys-

systems. Class time will be utilized with a combination

paramedical related fields. Topics to be studied include

course will meet for one lab block approximately once

tem, musculo-skeletal system, nervous system, endo-

per week, providing the opportunity for supplementary

crine system, cardiovascular system, digestive system

lab and field experimentation. The combination of these

and excretory system. Class time will be utilized with a

methods is designed to encourage observation, critical

combination of discussions, lectures, videos, group and

thinking, attention to detail, and understanding of the

individual work and extensive lab work. Evaluation is

scientific method. Evaluation is based on participation

based on participation and attendance, homework, tests

and attendance, homework, tests and quizzes, lab per-

and quizzes, lab performance and reports, projects, and

formance and reports, and a final exam. Honors credit

a final exam. Lab work will include (but not be limited

may be awarded upon successful completion of an Inde-

to); histological examination of organs, examination of

pendent Research Project.

real skeletons, dissections of a cat, sheep’s brain and heart, and cow’s eye. Each unit will include written and

Prerequisites: Passing a Science Skills Assessment

lab practical assessments.

Advanced Placement (AP) Biology This yearlong

Prerequisites: This course is open to any student who is

and laboratory procedures comparable to college-level

nating academic years.

lab course is designed to introduce students to content

enrolled in or has completed Algebra II. Offered alter-

biology. The course will cover the units of biochemistry,

Biotechnology/Bioethics This yearlong lab course is

cells, genetics, DNA technology, evolution/classification and organ systems. Ecology and botany are covered

an introduction for non-specialists to important concepts

lized with a combination of discussions, lectures, group

on real world applications and their implications to the

in modern DNA and protein science with an emphasis

independently by the students. Class time will be uti-

global society. The course will begin with a review of

and individual work. The combination of these methods

the Central Dogma of molecular biology and a survey

is designed to encourage observation, critical thinking,

of different ethical constructs. Focus will be on major

attention to detail and process, and understanding the

laboratory investigations that embody many of the fun-

scientific method. Evaluation is based on participation

damental techniques and concepts of modern molecular

and attendance, homework, tests and quizzes, lab per-

biology, from basic micropipetting to recombinant DNA

formance and reports, projects, and a final exam. Stu-

technology and gene amplification by PCR. Human

dents are required to take the AP Exam in order to have

reproductive technologies will also be discussed and

AP printed on their transcripts. Students taking the AP

studied. Evaluation is based on participation and atten-

Exam are responsible for reviewing any topic that is not

dance, homework, tests and quizzes, lab performance

covered in class. One lab credit is granted upon satisfac-

and reports, and projects. Students will be expected to

tory completion.

write small formal lab reports after each new biotech concept and they will be expected to write formal and

Prerequisites: Course is open to juniors or seniors who

informal (in the form of reaction papers) papers that

received a grade of B or better in Cell Biology, Chemis-

explore student and teacher generated issues that relate

try and Algebra II. Demonstrated mastery of reading

to each technology. Final exams will include a lab prac-

and writing in English is advised. Offered alternating

tical and a written project.

academic years.

Anatomy and Physiology This yearlong lab course

Prerequisites: Course is open to juniors or seniors who

through the fundamental concepts of human anatomy

taken or are concurrently enrolled in Chemistry. Two

will integrate biology, chemistry, physics, and health

have received a grade of B or better in Biology and have

and physiology. It is hoped that participation in this

years of reading and writing in English is also required.

10

Offered alternating aca-

communication

demic years

Kinesiology

and mathematics.

Explora-

Prerequisites:

tion of the application

seniors who received a

to the study of human

grade of B or better in

motion is covered in this

both Biology and Chem-

course. The concepts are

istry

drawn from the studies

or

concurrently

enrolled in chemistry.

of human anatomy and

and physics. The stu-

Course

is open to juniors or

of scientific concepts

physiology, chemistry,

skills,

End of year awards

Chemistry

Beginning

with an extensive look

dents will have the use of several anatomical skeletal

at the currently accepted model of atomic theory, this

muscles as well as the opportunity to complete labora-

chemical periodicity, the states of matter, stoichiom-

two-semester course uses this theory in discussions of

models to study the architecture of bones, joints, and

etry, reaction mechanisms, reaction kinetics, and acid-

tory activities investigating the actual range of motion,

base theory. Because chemistry concerns itself with the

speed, and strength of selected joint movements. The

finite, quantitative aspects of matter, it utilizes the skills

human nervous system will also be covered. Energy

of advanced algebra and geometry. The approach used

usage and nutrition will be studied in terms of body

is a combination of lectures, problem-solving sessions,

development, growth, conditioning, and repair. The

and laboratory work. Chemistry carries laboratory

students will discuss the mechanism of several bone,

credit and, therefore, requires the students to write for-

joint, and muscle injuries and the mechanics of repair

mal reports and technical analyses of the research per-

and rehabilitation from these injuries. The use and abuse

formed.

of drugs for sport competition may also be discussed.

Practical application to athletic exercise prescription will also be covered.

Prerequisites: Students must have successfully com-

Prerequisites: Biology and Chemistry. Laboratory exer-

open to juniors or seniors who received a grade of B or

pleted algebra II or concurrently enrolled. The course is better in Biology. Sophomores concurrently enrolled in

cises regarding aerobic and anaerobic exercise and

honors algebra II and get department approval.

strength training will also be included. Department Approval maybe required.

Organic Biochemistry This yearlong course begins

Forensic Science Forensic Science is a

with an overview of the chemistry and compounds of

yearlong course. Enrollment requirement: Students

carbon (the basis of our life system). The aliphatic and

must have successfully completed or be concurrently

aromatic hydrocarbons are studied, followed by each of

enrolled in biology and chemistry. Physics and human

the major functional groups, concentrating on the chem-

anatomy are strongly recommended.

istry of each group as it relates to structure and composition. Emphasis is placed on reaction mechanisms and

The class is designed around authentic performance

molecular geometry.

assessments with students working in teams to solve

crimes using scientific knowledge and reasoning. It

The class is predominantly lecture, coupled with exten-

chemistry, physics, and physical science with an empha-

expected that each student will maintain a formal labo-

involves all areas of science including biology, anatomy,

sive laboratory research and experimentation. It is

sis in complex reasoning and critical thinking. In addi-

ratory book, which is read and evaluated by the instruc-

tion, students must incorporate the use of technology,

tor at regular intervals.

11

Prerequisites: Students must have successfully com-

is designed to encourage observation, critical thinking,

get department approval. Offered alternating academic

method. Evaluation is based on participation and atten-

pleted a one-year course in introductory chemistry and

attention to detail, and understanding of the scientific

years.

dance, homework, tests and quizzes, lab performance and reports, and a final exam.

Advanced Chemistry The Advanced Chemistry course is designed to be the equivalent of the general chemis-

Prerequisites: Passing a Science Skills Assessment

This course will follow the AP curriculum guidelines to

Environmental Issues Analysis Environmental Issues

in the spring. Students will develop the needed content

in deepening their understanding of the social, political,

try course, usually taken during the first college year.

Analysis is a yearlong course that will engage students

prepare all members of the class to take the AP exam

economic and ecological aspects of today’s most critical

background, laboratory exposure, and science process

environmental issues. Special attention is given to ana-

skill development to be prepared for entrance into sci-

lyzing the sustainability of our industrial food system

ence in college. Course content will include an introduc-

vs. a locally based, organic food system. Students will

tion to the theoretical framework of modern chemistry,

visit a number of local farms and be involved in Vermont

including atomic structure, chemical bonding, phase

Academy’s growing farm to school and sustainability

changes, solutions, chemical reactions, thermodynam-

initiatives. Regular readings will be assigned on top-

ics, kinetics, general equilibria, acid-base equilibria,

ics such as climate change, renewable energy, fossil fuel

electrochemistry, and aspects of inorganic and nuclear

dependency and the social and environmental impacts

chemistry. Approximately five introductory chapters

of economic globalization. Enthusiasm and interest in

will be required as summer work. Emphasis is placed

the field of environmental studies are the only prereq-

on developing problem-solving skills and understand-

uisites for this course. Participation in group discussion

ing the experimental basis of theories. A college-level

is essential! In order to earn an Honors Designation for

text is used. Laboratory work is an integral part of the

Environmental Issues Analysis, students must complete

course. The syllabus of this course is appropriate prepa-

all of their daily and weekly assignments and addition-

ration for the College Board Subject Test. Prerequisites:

ally develop a yearlong project focused on improving

Students must have successfully completed a one-year

sustainability on our campus, or in our community.

course in introductory chemistry and get department

approval. In addition, the recommended mathematics prerequisite for an AP Chemistry class is the success-

Prerequisites: Course is open to students who have

alternating academic years.

approval.

successfully completed Biology and get department

ful completion of a second year algebra course. Offered

Field Biology

Field Biology is a full year lab course

AP Environmental Science The goal of the AP Envi-

that will help students to explore interactions between

ronmental Science course is to provide students with

be on New England flora and fauna, emphasizing time

required to understand the interrelationships of the

living organisms and their environment. The focus will

the scientific principles, concepts, and methodologies

in the field to identify species in the Vermont Academy

natural world, to identify and analyze environmental

forest and interpret the history of our local landscape.

problems both natural and human-made, to evaluate

The course will introduce students to basic concepts

the relative risks associated with these problems, and

of scientific study, research and experimentation and

to examine alternative solutions for resolving and/or

explore major themes including biodiversity, landscape

preventing them. Environmental science is interdisci-

history, evolutionary ecology, and conservation biology.

plinary, embracing a wide variety of topics from differ-

The course will meet for one lab block each week, pro-

ent areas of study. Major themes include: science as a

viding the opportunity for supplementary lab and field

process, our planet as an interconnected living system,

experimentation. The combination of these methods

human population and its influence on the Earth’s bio-

12

diversity, societal dependence on non-renewable energy

and two dimensions, accelerated motion, and circular

and sustaining common resources. Students will spend

tion, and gravity.

sources and the search for alternatives, and managing

motion. Analyze forces in one and two dimensions, fric-

a considerable amount of time doing field work around Vermont and the Academy’s greater campus. An addi-

Robotic skills and applications are integrated into the

for the AP Environmental Science examination given

the traditional physics experiments are being created by

tional objective of this course is to prepare the student

laboratory portion of the course. New ways to conduct

each May.

the students in order for the students to design and build their own experiment that electronically collects data to

Prerequisites: Biology and Chemistry. Offered alternat-

prove or disprove their initial hypothesis for the experi-

ing academic years.

ment. In this way, the students are discovering physics through a high-tech design, build and test process.

Integrated Physical Science Integrated Physical Sci-

ence is a year long laboratory science course, with its

Prerequisites: Completion or concurrent enrollment in

main goal being to instill a strong base of the fundamen-

Algebra II or prior approval from the department.

tals of scientific inquiry. The following concepts will be

Honors Physics: Mechanics The curriculum for this

explored throughout the year: scientific method, setting

up an experiment with variables, collecting and record-

year long course focuses on classical linear mechanics

scientific writing, and scientific language.

ear motion, the Newtonian laws of motion, mechanical

during the first trimester: One and two dimensional lin-

ing scientific data, proper format for laboratory reports,

energy, linear collisions and momentum exchange. Dur-

ing the winter trimester, topics for discussion include

The first trimester tackles geology, answering the ques-

circular motion, rotational dynamics, mechanical vibra-

tion, “what is the earth?” The origins of our planet,

tion, and simple harmonic motion. During the final

geologic time, and field work of local rock will be the

trimester, topics associated with the environment and

topics covered. The second trimester answers the ques-

energy conversion are discussed to provide the students

tion, “How do things work on the earth?” The curious

a basis to complete a major research paper in this area.

world of physics teaches motion, momentum, energy,

The text for this course is Physics, 7th Edition, Vol. I,

and a bit of robotics. The third trimester will explore

Cutnell and Johnson.

what is beyond the earth, touching on such topics as atmosphere, weather, and astronomy.

Prerequisites: Students who have completed secondary school laboratory-based chemistry and are currently

Students will be graded on homework assignments, lab-

enrolled in pre-calculus.

oratory investigation procedure and technique, formal laboratory reports, and a complement of papers, quizzes, tests, participation, and a semester exam.

Advanced Physics: Robotics Software & Engineering The Advanced Physics: Robotics Software and Engineering course is a year long course that is based

Prerequisites: none

on the engineering design process. The course is project

Physics: Project Robotics This year long laboratory

based and the students are tasked to solve the problems

physical science course covers materials from a tradi-

encountered why building a robotic system to fulfill

tional high school Physics curriculum that utilizes basic

certain requirements. The tasks are open-ended and

algebraic and trigonometric techniques to solve prob-

allow for many different solutions. The students work

lems.

in design teams and keep a detailed design log tracking their ideas, successes, and failures with analysis for all.

Topics covered include using vectors to represent and analyze motion and forces.

Each student will be exposed to the three design areas,

Analyze motion in one

electrical, software, and mechanical. They may choose

13

one, two or all three of them to continue working with

est AP test preparation book early in the semester for

regional and national robotics competitions.

additional time spent by the student during the course

for the remainder of the year. They may compete in

review and practice. The preparation for this test will be of the year.

Prerequisites: Honors Physics or Physics: Project Robotics and Algebra II.

Prerequisites: Students who have completed secondary

Advanced Physics: Electricity & Magnetism The

currently enrolled in calculus.

school laboratory-based chemistry and physics and are

Electricity and Magnetism course is designed to follow much of the AP Physics C level course curriculum. Sit-

Advanced Physics: Architecture and Engineering

for the course. This course will review the basic concepts

part artist, designer/engineer, visionary, organizer and

ting for the AP examination in May is not a requirement

This is a yearlong course that looks at the architect as

of wave mechanics prior to the introduction of the con-

master of presentation. In this course, the students will

investigate their own architectural tools of the trade, a

cept of the electron. Electrostatic and magnetic forces

creative mind, artistic talent with paper, pens and pen-

and fields, electrical currents, and potential difference

cils, and research and organizational skills as they are

are thoroughly discussed. Topics in resistivity, capaci-

applied to completing an architectural project.

tance, and inductance are presented for discussion and

experimental investigation. Electric circuitry will also

Topics for research papers and pre-

be covered for both direct cur-

sentations include:

rent and alternating current sys-

tems. This course combines both algebraic and calculus techniques

- Dream House

cepts. Problems and questions are

periods and con

- Differentiating architectural time

applied to the study of these con-

struction techniques

given to help the student develop

problem-solving skills. The text

- Green Architecture

Physics , Vol. II, Halliday, Resnick,

- Planning the village, town, or

- The Smart House

for this course is Fundamentals of

city

and Walker. This text is problem

based and provides multiple levels of difficulty for both questions and

The students will investigate these

will be taken from different sec-

and learn about the entire process

topics, present them to the class

problems. Experiment guidelines

from each other. They may visit

ondary school and college labora-

with some of the types of architec-

tory manuals.

tural firms, and a discussion of the organization and responsibility

In the third term, the students will choose a topic that is related

to their studies of Electricity and

Down Time

of each. To include discussions of the various trades and groups that

would be encountered by the architect in a typical proj-

Magnetism to research and present to the class. It is rec-

ect.

ommended that this topic be one that the student can produce some working model to demonstrate the concept under investigation.

Hand and computer drafting techniques will be pre-

If the student chooses to take the AP Electricity & Mag-

they pertain to progress through a project. The students

sented and used in a variety of small assignments as

will choose an architectural project. This project is to be

netism exam, the student should purchase the new-

14

completed by the end of the academic year. It will be

Prerequisites: A first year course in Newtonian Physics

for a real client. The text for this course is Statics and

permission. Offered alternating academic years.

evaluated through a presentation to a panel as if it were

and Enrollment in AB or BC Calculus and department

Strength of Materials for Architecture and Building Construction, 3rd Edition, Onouye and Kane.

History Courses

Prerequisite: A course in Newtonian Physics and Alge-

The History Department offers a variety of courses

physics that included vector analysis.

tory across time and geographical space after their four

that will leave students with a wide knowledge of his-

bra II. The student should have completed a course in

AP Mechanics C- level

years at Vermont Academy. Beginning in the freshman

This year long course is

year, students gain a firm foundation in key historical

designed to prepare the students for the AP Physics C

themes and develop essential reading, writing, speak-

Mechanics examination given in May of each academic

ing, and critical thinking skills. Subsequent courses in

year. The examination is mandatory for the students

Modern Comparative Cultures, U.S. History, and senior-

who enroll in this course. The Students in the AP course

level electives build upon these skills and historical

must have completed or be enrolled in AB or BC Cal-

approaches throughout a student’s years at VA. In each

culus.

course, there is an emphasis on historical research and writing. Across the history curriculum, we also place

Each week, the AP Mechanics course meets four times

a high premium on learning history by doing history:

for lecture and discussion and one long laboratory block.

students read primary sources to listen in on the voices

The students may find that this is not enough time for

of the past, evaluate those sources, and synthesize them

them to discuss all of the topics to their satisfaction and

into historical arguments. Students are also given ample

therefore they may find the need to request additional

opportunities to speak and engage with their peers in

meeting class time during the evening study hours.

class through interactive classroom activities and presentations.

Reading and homework assignments are given from the

primary text with additional questions and problems

Students are required to complete a minimum of three

which are provided by the instructor, and from practice

is typically taken during the junior year. Students must

assigned from various reference texts, outside readings

credits in social studies, including U.S. History, which

problems taken from previous AP Mechanics Exams. It

take history in grades 9, 10, and 11, but may choose

is recommended that each student obtain one of the com-

whether or not to take a history elective in their senior

mercial AP Physics Test Prep books that are easily found

year. Designated honors/AP sections are available for

in most bookstores. Laboratory exercises are assigned to

grades 10 through 12. Students electing to take honors

compliment the assigned reading and problem sets and

courses will need the approval of the course instructor

are drawn from a variety of sources.

or department head. Not every course is offered every year.

The curriculum for this course focuses on fundamental topics from classical Newtonian Mechanics. These topics

Ninth grade

Newtonian Laws of Motion and Gravitation, mechani-

Foundations in History (year long)

are: Vectors, one and two dimensional linear motion, the

Foundations in

cal energy, linear collisions and momentum, circular

History is a year-long course in which students learn

The text for this course is Fundamentals of Physics, 7th

and organizing – but also the essential skills of history:

not only basic study skills – note-taking, test-taking,

motion, rotational dynamics, and oscillatory motion.

reading, writing, speaking and thinking critically about

Edition, Vol. I, Halliday, Resnick, and Walker. The stu-

the world. The course will be divided into three differ-

dent should purchase the newest AP test preparation

ent thematic segments: The Power of Ideas, Patterns

book early in the first term for review and practice.

15

of Organization and Authority, and Commodities and

cally, students will examine the cultural, social, politi-

students will read primary sources, write argumenta-

course will conclude with a significant research project

Exchange. Within each of these segments of the course,

cal, economic and religious systems in this period. The

tive papers, learn and execute the research process, and

of the students’ choosing.

speak articulately and passionately about these topics.

Each trimester, students will be exposed to both a different historical topic and a different history teacher, simu-

Honors European History( fall and winter trimester) Offered to selected sophomore students who have

will encounter in their years at VA and, later, in college.

two-trimester course covers the history of Europe from

shown exemplary performance in freshman history, this

lating the diverse educational experience that students

the Renaissance through the French Revolution. Top-

ics will include the flowering of art, culture, and new

Foundations in History for International Students (for new international students in grades 9 & 10, full

ideas in Renaissance Italy, the diversification of Chris-

year) This course is designed for students who are new

tianity that accompanied the Protestant Reformation,

to VA and whose first language is not English. The goal

the expansion of Europeans’ worldview in the Age of

of the course is for students to develop their English

Exploration, the rise of secular and scientific ideas dur-

communication and historical thinking skills through

ing the Enlightenment, and the challenges to absolutist

papers, projects, and presentations. As they develop

monarchy that characterized the French Revolution. Stu-

these skills, students will experience the American cul-

dents will learn to work critically with both primary and

ture through the use of literature, historical documents,

secondary sources and will develop their writing skills

documentaries, movies, and music. Class participation

through a variety of writing assignments.

will also be a major part of the course and each student’s

evaluation. The course does not fulfill the American his-

AP United States History (spring trimester) Those

be expected to take United States history in their junior

at the Honors level may enroll in the four-trimester AP

sophomores who would like to continue taking history

tory requirement; students enrolled in this course will

U.S. History series, which begins in the spring trimester

year. Instead, this course is meant to provide them with

of the sophomore year and continues through the junior

the foundation, in terms of both skills and familiarity

year. In the sophomore year, we will cover the earliest

with American culture, that they will need in order to

phase of United States history, spanning from the his-

succeed in mainstream history classes in the 11th and

tory of pre-Columbian American Indians through the

12-grade years.

American Revolution. Topics will include the colonization of North America by competing European empires,

Tenth grade

the development of English colonies in New England

Modern Comparative Cultures ( full year) Modern

and the Chesapeake, the history of colonial slavery,

Comparative Cultures is a year-long course for sopho-

and the American Revolution. Throughout the course,

mores that introduces students to the Western and non-

students will gain experience with the format of the AP

Western world from the early modern era to the pres-

exam. The class will not focus solely on test preparation,

ent. Along the way, students will be encouraged to read,

however, and will continue to emphasize work on criti-

think, speak and write critically and analytically about

cal thinking and writing skills. Students will also write

the histories and cultures we cover in the course. The

a research paper in this segment of the course.

first semester will focus on the Columbian Exchange,

Scientific Revolution, and the Ages of Enlightenment,

Eleventh grade

Revolution, Industrialization and Imperialism. The sec-

United States History This junior level course offers

ond semester will begin with a discussion of the World Wars, the Cold War, and the Age of Globalization and

a survey of American history from the mid-15th century

will pay particular attention to global history. Specifi-

and economic transformations that have characterized

to the present. We will study the major social, political,

end with the War on Terror and the 21st Century. We

16

the past five centuries in what is now the United States.

ers, acting within a market. This micro-level approach

tant people and places of the past, but also on develop-

and the law of diminishing marginal returns, among

Emphasis will be placed not only on learning the impor-

will explore concepts such as scarcity, opportunity cost,

ing critical reading and writing skills to better prepare

others. These topics, along with thorough analysis of

the students for study in college. Assignments include

the role of government within these markets, will be dis-

weekly response papers, midterm and final exams, and

cussed in order to develop a sense of the economy as it

a culminating research paper on a topic of their choice.

applies to individuals on a daily basis. In the second half of the course, many of these concepts will be revis-

AP United States History Those juniors who com-

ited on a more aggregate, or Macroeconomic, level. Top-

pleted the spring trimester of AP U.S. History in their

ics include the study of national income and price-level

sophomore year must enroll in this course in their junior

determination, as well as an exploration of broad eco-

year. In the junior year, we will continue to prepare for

nomic indicators such as gross domestic product, unem-

the AP exam as we study the history of the United States

ployment, and inflation. These topics will be explored

from its infancy as a nation to the present. Throughout

and enriched by discussion of government regulation in

the year, we will study the major social, cultural, politi-

the economy through investigation of current events as

cal, and economic transformations that have character-

well as historical case studies. Students will be expected

ized American history. In addition, students will hone

to take both the AP Microeconomics and AP Macroeco-

their reading, writing, and critical thinking skills, culmi-

nomics exam at the conclusion of this course.

nating in the AP exam in May. All students in the course are required to take the exam.

Fall Trimester

Twelfth grade

The American Civil War This course examines one of the defining moments in American history, the Civil

Art History (full year) This junior/senior level course

War. In addition to looking at the war itself, focus will

is structured to foster in each student a deeper under-

also be placed upon the events leading up to the con-

standing of art and how it is a reflection of the history

flict, the political and social developments during the

of civilization. It covers a remarkable amount of time

war, the questions surrounding slavery, and the culmi-

and material from 35,000 BCE to the present. This is a

nating period of Reconstruction. Students will closely

daunting undertaking. To accomplish the goal, the class

examine the lives of Abraham Lincoln, Jefferson Davis,

is divided into two components – the art itself and the

Robert E. Lee, and William Tecumseh Sherman in addi-

ideas behind it. A key focus of this course is learning

tion to those of everyday people in both the Union and

about what else was happening, socially, politically and

the Confederacy. The students will investigate numer-

in religion, when these works were created. Analysis in

ous primary sources in addition to secondary sources,

the form of PowerPoint presentations and writing allows

film, and photographs to understand what led to this

students to more fully understand specific works. In the

initial period of division, and ultimately, healing.

fall we will build up to writing a careful comparison of several works. In the second semester, the major work

The Holocaust This upper-level elective is for mature

ing. Active class participation and discussion are critical

The course opens with an examination of the historical

students who can handle the difficult subject matter.

will be an analysis of one work of each student’s choos-

context of Nazi Germany and investigates the political,

to full understanding of the nature of the material.

economic and social conditions that allowed for evil to flourish. Although the Holocaust has come to describe

AP Economics (full year) This is a full-year course that

the Nazi extermina- tion of Jews during World War II,

introduces the fundamental concepts of both Microeco-

there are other instances of genocide found throughout

nomics and Macroeconomics. Students will begin the

the world. With that in mind, we will not only study the

year by exploring the economic principles that apply to

genocide of the European Jew, but also the plight of the

individual decision makers, both consumers and produc-

17

First Americans, the Armenians, and other more recent

to retain their way of life in the face of the encroach-

ual in society and the concept of bystanders and rescu-

course begins in pre-Columbian North America and

acts of genocide. We also discuss the role of the individ-

ing colonial desires of Europeans and Americans. This

ers. The course requires a great deal of reading and writ-

continues on through Andrew Jackson’s Indian Removal

ing, and a research paper on a topic relevant to genocide

policies. Note: This is the first segment of a two-trimes-

is mandatory. Graphic evidence of the Holocaust is pre-

ter sequence. However, students may choose to take one

sented through the use of documentaries. A class trip to

or both of the two segments of the course.

the National Holocaust Museum in Washington, D.C. is also required.

Introduction to Microeconomics

Microeconomics

is an introductory course that examines how society

Contemporary Issues This course addresses the cur-

decides to allocate scarce resources. We will study how

rent events and pertinent issues of our rapidly changing

households and firms make decisions and how they

world. It stresses the news events of the day, the histori-

interact in the market. Students will learn how consum-

cal perspectives behind these events, and the importance

ers make decisions on spending, how firms decide on

of geography. The class covers many areas in the news

how much to produce and at what price, and the role

such as Washington, D.C., South Africa, the Middle East,

government can have in influencing these decisions. We

etc. Moreover, Contemporary Issues discusses the role

will read newspaper articles on a weekly basis and try

of the media in today’s society. Emphasis is placed on

to relate the concepts we are learning from the text to

class discussions and critical thinking skills. Students

current economic events.

are required to complete text readings, read the New York Times daily, keep daily journals, and write a num-

Winter Trimester

ber of position papers.

History of the Middle East On December 17th, 2010,

Comparative Religions will

Mohammad Bouazizi, a street vendor in Tunisia, set

greatly influenced by religious ideology and practice.

ruption. Thus began what is called the Arab Spring in

Comparative Religions

develop the students’ understanding that culture is

himself on fire as a protest against his government’s cor-

Students will spend time studying the evolution of

the Middle East, sparking revolutions, protests, and civil

Christianity, Islam, Hinduism, and Buddhism in order

wars in Egypt, Yemen, Morocco, Syria, Libya, among

to cultivate the understanding of symbols and their

others. All of this took place amidst the US wars in

cultural use, as well as the impact of these religions on

Afghanistan and Iraq and the Arab-Israeli conflict. The

world history. The final section of the course will focus

contemporary Middle East is therefore a hot topic of dis-

on religion in the New Age, giving the students a chance

cussion. But history does not happen in a vacuum, and

to research ideologies of religious groups outside of the

the current history of the Middle East did not begin on

mainstream. This course will be a critical examination

December 17th of 2010. Rather, the modern Middle East

of belief systems, rather than an opportunity to prosely-

has a complicated history that, if contextualized, can

tize.

show us how the seeds of revolution, war and conflict were planted long ago. This is not a survey course of the

history of the Middle East. Rather, this course will exam-

American Indian History I: Pre-contact to 1830 The first half of this course, pre-contact to 1830, will sur-

ine a number of case studies in the Middle East by look-

vey the important events and overarching themes sur-

ing at their historical contexts. Specifically, we’ll look at

rounding the original inhabitants of the Americas. The

the Arab Spring, the Arab Israeli conflict, the Iraq and

course will detail American history from the perspective

Afghanistan Wars, Iran-US relations, the War on Terror,

of the original occupants of this continent, the American

among others.

Indian peoples. The goal will be to give students a more

Exploration and First Encounters Throughout human

balanced understanding of American history. Important

history, the urge to explore the unknown has driven

themes will be the struggle of American Indian peoples

18

continue to struggle both economically and politically?

How has the relationship between Asia and the West evolved in recent years and what are the implications of

this change? In addition to nightly reading assignments and response essays, students will be required to write a research paper on a relevant topic of their choice.

Senior Research Seminar The senior research seminar will offer students a chance to explore in depth a

historical topic of their choosing while honing their

research and writing skills before heading off to college.

Students will produce a major research paper and sub-

mit the paper in the Vermont History Day competition,

Jazz Ensemble Performance

humanity. This course will examine world history

where their work will compete for prizes. The range

through exploration, paying close attention to the peo-

of potential topics for research is wide open, although

ple and places that drive this desire. We will also look

projects must in some way fit the annual Vermont His-

at the impact of colonialism and politics on the places

tory Day theme, which in 2012-2013 is “Turning Points

that were explored. Students will be required to think

in History: People, Ideas, Events.”

critically about the motivating factors behind explora-

trimester, the class will discuss how to locate and use

tion and the impact that it had on local peoples over

research resources, make a strong argument, and incor-

the past thousand years. Themes examined will include

porate primary and secondary evidence in their paper.

the Golden Age of Discovery, the search for the North-

The trimester will culminate in a field trip to Vermont

west Passage, Polar Exploration, Africa, and the Space

History Day in late March.

Race. Students will then make conjectures as to what the

American Indian History II: 1830 to present This

future holds for exploration.

History of the 1960s

Throughout the

course will survey the changing lives of American Indian

This class will take an in-depth

peoples from the mid nineteenth century through the

look at the major events that helped shape the United

present day, detailing American history from the per-

States in the 1960s. Partic- ular attention will be paid to

spective of the original occupants of this continent, the

the Civil Rights Movement, the Vietnam War, and the

American Indian peoples. The goal will be to give stu-

growing Anti-War Movement. We will also explore the

dents a more balanced understanding of American his-

Women’s Rights Movement, the rise of the countercul-

tory. Important themes will be the struggle for American

ture, as well as several landmark Supreme Court deci-

Indian peoples to retain their way of life in the face of

sions. The events of 1968 will be closely examined.

American expansion and shifting governmental policies.

Attention will also be paid to an often-neglected area of

The Making of Modern East Asia This course exam-

American Indian history, the twentieth and twenty-first

ines the roots of the modern political and economic

centuries. Note: This is the second segment of a two-tri-

growth of Asian nations, and will emphasize, in par-

mester sequence. However, students may choose to take

ticular, China, Japan and Korea. We will investigate the

one or both of the two segments of the course.

impact of Western nations and their imperial interests in

Introduction to

Asia. We will then discuss the varied responses to West-

Introduction to Macroeconomics

ity of Mao Zedong and the rise of communism in China.

ries, concepts, and principles of macroeconomics, which

ern influence, and examine the philosophy and popular-

Macroeconomics is designed to introduce the basic theo-

Additionally, we will address questions such as why,

is the study of how the economy works as a whole.

We will study the effects of unemployment, inflation,

since World War II, have some Asian nations experi-

money and banking systems, as well as the role of sup-

enced tremendous economic growth, and why do others

19

ply and demand and economic growth. Also, the course

tions that underlie governments and political systems.

will study the effects of macroeconomics on the U.S. and

History of American Wilderness History of the Ameri-

global economies and the long-term and short-term fluctuations in the economy. The students will also compete

can Wilderness is an elective offered in the spring trimes-

tion of the winter semester. Macroeconomics is a con-

Nash’s Wilderness and the American Mind in order to

ter. The class will follow the chronology of the Roderick

in a virtual stock market game that will last for the dura-

develop our understanding of the important role wild

tinuation of the Introduction to Microeconomics course,

spaces have played in the American experience. This

although the completion of Microeconomics is not a pre-

seminal text will be supplemented with primary sources,

requisite for enrollment in Macroeconomics.

films, and selected handouts. Through their studies, students will find that “wilderness” is an ever evolving cre-

Spring Trimester

ation of the mind, as well as an integral element the of

Latin American History ) Few of us know very much

American identity.

about US-Latin American relations. We know little about

Leaders and Leadership is

the fact that between 1846 and 1848, the United States

Leaders and Leadership

dent James Monroe, in 1823, told Western Europe that it

significance of leadership. Students examine case stud-

annexed more than 50% of Mexico’s land. Or that Presi-

designed to cover the concepts, principles, practices, and

could not meddle in Latin American affairs and yet then

ies intended to illustrate and illuminate various characteristics of leaders and their constituencies. Leaders such

the United States meddled in Latin American affairs for

as Atilla the Hun, Abraham Lincoln, Eleanor Roosevelt,

the next century and a half. Or that the CIA supported

Winston Churchill, Joshua Chamberlain, Bill Belichick,

and implemented coups in Guatemala and Chile. Or that,

Ernest Shackleton, and Jack Welch are examples of various

because the U.S. thought communism in Nicaragua an El

leaders that are studied. The class examines how leaders

Salvador would end up in Texas, our nation fought proxy

perform in difficult situations. Whether it be Belichick’s

wars there. Or that a series of Latin American dictators

leadership on the field, Lincoln’s leadership of state, or

waged wars against their own populations with US mili-

Chamberlain’s courage under fire, each situation will be

tary and financial support. Or, in more recent events,

examined and applied to the basic principles learned in

that President Barack Obama, against international law,

class. An overarching goal of the class is to inspire leaders

and what is considered in international circles as a coup,

in all walks of life, and teach them how to apply leader-

supported the removal of Honduran President Zelaya in

ship skills to their daily lives.

2009. These are just a few of the case studies that we will examine in Latin American History. In this course, we

will read, write, think and talk about the sometimes hos-

The Evolution of Societies

This course will exam-

ine the question of how societies develop over time by

tile, sometimes friendly relationship between the United

tracing the broad movement of people and ideas. We will

States and Latin America.

look at specific civilizations on every continent to deter-

Introduction to Social and Political Philosophy This

mine what caused their success and often, what caused

course examines power relations and the concept of the

their failures. Important themes will be the significance

ideal state through reading and discussing Plato, Aristo-

of geography, resources, and disease in the rise and fall

tle, Machiavelli, Hobbes, Locke, Rousseau, Burke, Freud,

of civilizations. Additionally, we will look at their impact

Tocqueville, Thoreau, Lenin, and others. Students will be

on today’s world and attempt to make predictions as to

exposed to a plethora of classic texts and thinkers within

what the future holds for human societies. As a culminat-

the Western tradition. In doing so they will learn how to

ing project, students will research one particular society

make and defend rational arguments that are grounded

in-depth and produce a paper and an oral presentation on

in philosophical thought. This discussion-based class

their findings. Possible texts for the course may include

places a high premium on actively engaging in conversa-

Jared Diamond’s Guns, Germs, and Steel and Collapse

tion through constant debate on the values and assump-

and David Landes’ The Wealth and Poverty of Nations.

20

Modern Africa: Challenges and Opportunities By

A one-year arts’ credit is required for graduation. Sev-

most regions remained so until after World War II. As

and theater. VA students may participate in the musical

1890, 90% of Africa was under European control, and

eral academic courses are offered in visual arts, music,

European powers pulled out of Africa, new, independent

and other annual productions, with most rehearsals held

African nations were formed. However, many questions

in the evening. An intensive dance program is available

remained such as: who should lead these new nations?

for athletic credit during the winter season, and includes

what form of government should each nation adopt?

a variety of dance forms, such as ballet, hip hop, jazz,

how can these new nations resolve cultural differences

modem, and tap. Some art offerings are available as after-

between Africans? how can these nations compete in an

noon activities.

industrialized global economy? This course will investigate these questions and seek to understand the way in

The arts’ facilities include three well-lit studios for drawing,

nomic struggle. Issues that we will discuss in depth are:

studio with six potters’ wheels and a professional-sized

which these questions have led to political, social and eco-

painting, printmaking, and 3-D design; a spacious pottery

the environment and resources, health and AIDS, religion

gas reduction kiln; two photography dark rooms; a large

and gender roles and access to education. Students will be

music room with keyboards and computers, an electronic

required to read primary and secondary sources, exam-

music recording lab, and five practice rooms. Horowitz

ine art and film, maintain a response journal and write a

Performing Arts Center is host to our performing arts

research paper on a topic of their choice

Applied Economics

program, our all-school performances, guest concerts,

and guest speaker series. The center is a 350-seat perfor-

This course is an extension of

mance hall with a full stage with fly space and a set shop.

Microeconomics and MaThis course is an extension of

Microeconomics and Macroeconomics. We will study

Advanced Art This AP style class, with a focus on port-

ory and practice. The course is designed to expand on the

seniors, with approval by the instructor and permission

folio development and gallery presentations, is open to

some of founding principles that deal with Economic the-

of the department chair. Students who plan to focus on

concepts learned in the previous two trimesters by add-

the visual arts in college would benefit from this course.

ing some historical context and analysis. We will study

The first trimester helps the student prepare a portfolio

texts from prominent historical economists such as Adam

for college admissions. The second trimester gives stu-

Smith, Karl Marx, and John Maynard Keynes. Students

dents an introduction to Art History and continued port-

will complete a large research paper and presentation

folio development. The third semester allows for a more

during the trimester. Students will be asked to expand on

independent study according to the student’s goals.

the concepts covered from both the fall and winter, along with the materials covered in this course, to figure out what type of economist they will become. Students must

This class can also be taken as an Advanced Pottery

sites for this course.

of trimester development.

course with the same expectations of the student in terms

take Microeconomics and Macroeconomics as prerequi-

Visual and Performing Arts Courses

Prerequisites: At least two visual arts courses completed with grades of B+ or better.

At Vermont Academy, our faculty recognizes the impor-

Pottery Students learn the basic hand-building tech-

tance of encouraging creativity and respecting different

perspectives and learning styles. The variety of courses,

niques with which they are expected to produce a

excellent environment for students to discover their own

ciency has been demonstrated, the students may choose

required number of pieces. When hand-building profi-

small class size, and individual attention provide an

to learn to use the potter’s wheel or work in sculpture.

creative talents. Our beautiful surroundings offer endless

All work is done in stoneware, which is a high-fire clay

opportunities for both inspiration and contemplation.

of great durability and finished with cone 9 reduction

21

glazes that are mixed in our studio. Motivated students

Studio Art I

permission of the instructor.

Studio I is a basic class that is recommended for all stu-

Freshman Arts All students will rotate through Visual,

to take a general art class or for sophomores interested

are able to take more than one year of pottery, with the

dents (except freshmen – see Freshman Arts) who wish

Performing and Theatre Arts studios, one each trimester.

in pursuing an arts intensive path of study culminating

In this way students will gain experience in a variety of

in participation in Advanced Art. Basic techniques along

arts classes and come to an understanding of how the

with art historical studies and the Elements of Art and

arts function at Vermont Academy. This is required for

Principles of Design are stressed. Each student will make

all incoming freshmen. In the Visual Arts segment, stu-

a Creativity Journal that emphasizes imagination and

dents will work, during the course of one trimester, in

independence in the studio.

the studio, computer studio and the pottery studio.

Foundations (fall) Students will explore a variety of

drawing techniques and media. The focus will be on

Trimester and double trimester courses

working towards improved observational drawing.

Art History 3-D (winter) Students will create several different sculp-

Survey (fall and winter) This junior/senior level

tures based on a range of modern sculptors work. Stu-

course is structured to foster in each student a deeper

dents will work with wire, wood and found objects.

understanding of art and how it is a reflection of the

Introduction to Painting (spring) Students will work

history of civilization. It covers a remarkable amount

with acrylic, watercolor and pastel to make paintings

of time and material from 35,000 BCE to the dawn of

that are based on both observation and fantasy.

the Industrial Revolution. This is a daunting undertaking. To accomplish the goal, the class is divided into two

Studio Art II These classes build on the Studio I experi-

components – the art itself and the ideas behind it. A key

focus of this course is learning about what else was hap-

ence and allow further investigation of the history, tech-

works were created. Analysis in the form of PowerPoint

studio exploration and learning-through-looking at major

niques and ideas that inform the visual arts. Hands-on

pening, socially, politically and in religion, when these

artists are important aspects of the classes. Students are

presentations and writing allows students to more fully

required to keep a sketchbook/journal throughout each

understand specific works. We begin by writing care-

trimester.

ful comparisons of several works which culminate in

the analysis of a major work of each student’s choosing.

Active class participation and discussion are critical to

Prerequisites: Studio Art I Foundations and Introduction

Smashing Expectations- Modern Art (spring) This

Advanced Drawing and Design (fall) Drawing and

Industrial Revolution and follows the course of art as

charcoal, and pastels.

to Painting.

full understanding of the nature of the material.

sequel to the Art History Survey picks up from the

design projects are created using pencil, colored pencil,

it experiences a paradigm shift in the perception of the

Cardboard Construction (winter) Students will create

role of the artist from working within the public taste

wall sculpture and sculptural paintings on cardboard.

to becoming an avant-garde creator. Students will augment their understanding of the dramatic shifts in art

by reading current publications as well as by visiting

Painting and Printmaking (spring) Building from Intro-

Survey class will enhance understanding in the Modern

and watercolor painting. Students will also learn several

duction to Painting, this is a deeper exploration of acrylic

galleries and museums. Participation in the Art History

printmaking techniques such as: collograph, monoprint

Art class but is not required.

22

and linocut.

narrative short film (or stop motion animation) for public

Digital Photography These classes encourage students

of time working outside of the classroom is a must.

presentation. Willingness to spend a substantial amount

to fully explore how to use our digital cameras and our computer studio. Basic compositional techniques along

Prerequisite: One semester of Filmmaking.

with art historical studies and the Elements of Art and

Basic Film (winter) - Students will learn the basics of

Principles of Design are stressed in each semester.

visual storytelling and develop a working knowledge of

Basics (fall) Students will learn how to use their cam-

film and video editing practices. Our filmmaking studio

eras to best effect. Camera techniques and composition

allows students to address the main issues surround-

will be emphasized as students take pictures all around

ing linear and non-linear editing, and the practical dif-

campus.

ferences between digital video and film. Students will engage in creating story boards, shooting schedules, and

Studio and Still Lifes (winter) Students will learn how

shot lists. Drawing on classic films, students will learn

to digitally enhance, or alter, their work by using a vari-

the basic shot types, camera movements, and “points of

ety of options available on the computers in our studio.

view.” Willingness to spend a substantial amount of time

Continued emphasis on composition and lighting will

working outside of the classroom is a must.

guide the process.

Stop Motion Animation (spring) – Students will learn

Landscapes and Portraits (spring) – By studying the

the basic techniques of stop motion animation. Work-

Edward Weston; students will develop their own eye as

Monty Python), clay (think Wallace and Gromit) and pen

work of artists such as Julia Margaret Cameron and

ing in a variety of mediums—i.e., photo cutouts (think

photographers and then take those photos one step fur-

and ink (think the classic Disney animations)—students

ther in the lab.

will learn the sometimes painstaking art of stop motion

animation (where 12, 24, and sometimes 30 still photos combine to make just one second of animation).

Black and White Photography (offered every other year/ not offered in 2012-13) This course examines

the historic, aesthetic, and practical roles of photography

Computer Studio

in the modem world. It consists of three equal parts.

Introduction to Computer Studio (fall) - Students

B&W Applications (fall) Students will explore how

will explore their artistic capabilities digitally using

photography developed as a historic process with dark-

primarily Adobe Photoshop, Adobe Illustrator and

room applications and processes being explored.

the scanner. Illustrations will be created by generating imagery in each program (or a combination of both)

B&W Composition (winter) - Photography as an art

or by scanning drawn or found materials as a basis for

will be examined with a focus on taking pictures within

developing illustrations. By juxtaposing the differences

the confines of historic composition.

between “traditional” art techniques and digital art techniques, students will learn how to create art and effective

B&W Studio (spring) Gives students more hands-on

graphic design.

experience in how a camera works and allows for more personal exploration in the field and studio.

Designing for Print and Digital Publications (winter) - Students with experience using Adobe Photoshop

and Illustrator will learn the basics of both layout design

Filmmaking

and typography for print and digital publications (i.e.,

Advanced Film (fall) - Students will spend the trimester

magazines, blogs, the VA Yearbook and basic websites).

writing, producing, directing and editing a 10-15 minute

In this course, students will contemplate how important

23

graphical style, attractiveness and layout are to the effec-

stage. As a group, the class will analyze texts; discuss the

content.

the concepts of focal points and counterpoints – in other

tive communication of both textual and photographic

concepts of mood, atmosphere, and tone; and explore words, where the audience’s eye is drawn on stage. Each

Prerequisite: One semester of Computer Studio.

student will be required to direct a series of scenes rang-

ing from structured improvisations and image-based

Fine Art in the Computer Studio (spring)- Students

works to text-based scenes. All directors will also serve

who have experience with Adobe Photoshop and Illus-

as actors for their classmates and will be required to

trator will focus on producing fine art utilizing digital

complete written assignments.

tools. From abstract art to digital portraiture and layered

Advanced Theater Seminar (Full-Year Course) Stu-

photo manipulation, this course emphasizes free artistic

expression as opposed to the more functional graphic

dents in the advanced theater course will explore a vari-

Publications.

tackling a wide array of acting, directing and playwriting

ety of traditional and non-traditional theater techniques,

design techniques of Designing for Print and Digital

projects throughout the year. In the fall trimester we will focus mainly on performance techniques, ranging from

Prerequisite: One trimester of Computer Studio.

cerebral “method” techniques to physical and imagebased performance techniques. With this training as a

Theater Course Offerings

foundation, we will move onto larger text-based projects

Acting (fall) During this course, students will become

in the winter term, in the form of one-act plays or short

versed in the basic tools and vocabulary necessary to the

multi-act plays. During this section, students will have

actor. Through improvisation, physical technique, and

the opportunity to take on roles both on and offstage.

text analysis, each student will analyze and workshop a

In the spring, the class will hone their dramaturgical

variety of scenes with the final goal of performing for the

skills as well as explore the art of adaptation. This class

class and, at times, for the public. In order to get the most

is open to students who have completed at least one the-

out of this course, students will be required to complete

ater class, or by special permission from the instructor.

moderate amounts of reading, writing and memorization.

Winter Workshop (TII, afternoon activity) Meeting in

Playwriting (winter) Students in this course will find

Workshop is an advanced course where students who are

the afternoons during afternoon activity time, the Winter

and refine their writing voices through a series of exer-

heavily involved and interested in theatre will have the

cises, short scenes and, eventually, a short play. We will

experience of creating, writing and executing their own

explore the similarities and differences between written

play. They will direct, design, manage, act and build this

works of literature and writing for the stage. Students

production, and culminate with multiple performances

will deconstruct classic works in order to analyze and

for the community in late February. The purpose of this

re-create successful examples of action, conflict, charac-

course is to guide students through the experience of

ter, and dialogue. Student plays will be workshopped

conceiving an idea all the way to the time it is struck off

as they are written and revised; the final product will be

of a stage. Students taking this course will earn a 1/3 art

performed for an audience. The students in this course

credit and one team activity credit. This class is open to

will be expected to participate fully in class critiques as

students who have completed at least one theater class,

well as reading and writing assignments.

or by special permission from the instructor.

Directing (spring) Students in this course will develop

FRAP: Theater Intensive (TI,TII, TIII) Students of the

tion skills. As directors, students will hone their ability

putting on a theatrical production. Students will begin

their directorial eye and strengthen their communica-

FRAP Theatre Intensive will learn the fundamentals of

to translate written work from the page to images on the

the trimester working on developing the Actor’s Process

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through warm–up exercises, rehearsal techniques and

Electronic Instrument Building and Design (winter)

in classroom type discussions to introduce new mate-

tion and hands-on experience with musical instruments

games. Throughout the term students will participate

This course provides discussion, application, construc-

rial. This content will help support the Actor’s Process

of an electronic nature. This course begins with the basic

to acting study, students will learn some of the hands-on

basic understanding of instrument design and construc-

the stage, in the scene shop, and in the control booth.

ating circuit, constructing a pitch controller, modifying

and perform in a brief production at the end of each tri-

processing techniques. This lab-based, hand-on course

work which will continue on a daily basis. In addition

properties of sound and electricity as a foundation for

work of stagecraft, working on lighting and scenery on

tion. Major projects include constructing a tone gener-

The aim of the term is to prepare students to implement

a ‘found instrument’, circuit bending, and basic sound

mester.

is an excellent offering for a student who is interested in

Music Course Offerings

trimester elective with open enrollment for any sopho-

music, electronics, or sound production. E.I.B.D. is a one more, junior, or senior.

Sound Lab (fall) Students in this course discover tech-

Music Theory (spring) The goal of this class is to pro-

niques related to all manners of sound projection and

vide students with a comprehensive foundation in gen-

production. The course will focus on the study of the

eral musicianship. Major areas of study include basic

primary hardware associated with sound projection,

musical theory, ear training, analysis, piano skills, and

including mixing consoles, microphones, cables, and

composition. PC based musical notation software is

speakers. Sound Lab class members will serve as ‘Audio

used heavily to aid in associating concepts with sounds.

Proctors’ to offer support at school functions, concerts,

Students learn to compose and harmonize melodies,

sporting events, and productions including our fall the-

which serve as the foundation for a large scale composi-

ater musical production in Horowitz Hall. This course

tion project that serves as the final evaluative tool for

meets in the evening for two weeks prior to the musical.

each student’s success. This is an excellent course for

Sound Lab is a single trimester elective with open enroll-

any student studying instrumental technique, playing in

ment for any sophomore, junior, or senior.

Music Appreciation (winter)

ensembles, or considering a study of music in college.

Music Theory is a single trimester elective with open

Music Appreciation

enrollment for any sophomore, junior, or senior.

is a course designed to teach listening skills with the intention of providing historical and culturally relevant

Recording Studio (spring) This class offers its students

information about music throughout history. The course

exposure to all of the materials and principles related

begins with an overview of the basic elements of music

to sound recording. Actual recording processes will be

with a focus on active listening, and continues with units

explored on many types of historical devices, includ-

covering many musical styles and periods including

ing LP, cassette, reel to reel, wax cylinder, and all forms

music from antiquity through the 20th century, including

of digital media. This course presents the opportunity

contemporary pop, rock, and jazz music. Students will

for students to learn about the physical nature of sound

participate in ‘music sharing’ days where they will pre-

recording in an environment that encourages thought-

pare and share information about their personal interests

ful and creative composition. Each student will produce

in music, as well as attend numerous live music events

their own creative music composition using varying

throughout the term. This course offers students the

recording devices. Recording Studio is a single trimester

opportunity to share and explore music from all genres,

elective with open enrollment for any sophomore, junior,

with an emphasis on listening techniques, diverse musi-

or senior.

cal exposure, and the many cultural influences of music.

Music Appreciation is a single trimester elective with

FRAP Music Intensive Part I (TI, TII, TII) A segment

open enrollment for any sophomore, junior, or senior.

of the Vermont Academy Freshmen Arts Program, music

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intensive Part I offers students the opportunity to dis-

schedule. The group focuses on ensemble playing of

participate in drumming workshops, learn basic piano

mental technique. The ensemble presents upwards of 6

cover instrumental music of all varieties. Students will

music of all styles, as well as improvisational and instru-

methods, and explore string and wind instruments, all

concerts each year to enthusiastic audiences. All instru-

in an ensemble setting where improvisation and musical

mental students are welcome to enroll, with occasional

investigation are the norm. Exposure to the basic ele-

limitations based on instrumentation. Jazz Ensemble is a

ments of music will serve as the foundation for orga-

year long elective with no prerequisite.

nized music performance. Students entering this course

need no prior experience with music performance. The

Vocal Ensemble (Full year course, open enrollment at TII & TIII) Through ensemble rehearsal, this class

Vermont Academy Freshmen Arts Program is a required

will provide members with the knowledge of and ability

course for all entering freshmen.

to perform music from many genres, including jazz, clas-

sical, madrigal, musical theater, spiritual, and contem-

FRAP Music Intensive Part II (TI, TII, TII) - Description to come

porary literature. Two rehearsals per week make this ½ class an easy addition to a musician’s academic schedule.

FRAP Music Intensive Part III (TI, TII, TII) A seg-

The group also works on vocal techniques. The ensemble

ment of the Vermont Academy Freshmen Arts Program,

presents upwards of 6 concerts each year. In addition,

music intensive Part III gives students the opportunity

students are also eligible for off campus festivals, such as

to explore music’s relationship to sound and electricity.

the All-New England Choral Festival, Vermont All-State,

Experiments that demonstrate the behavior and science

and District Festivals. Vocal Ensemble is a year long elec-

of sound will lead to the creative use of electronic instru-

tive with no prerequisite.

ments for performance and recording. Students will

learn basics of sound recording, electronic instrument

construction, and general sound processing as a part

Chamber Ensemble (Full year course, open enrollment at TII & TIII) This ensemble caters to the musi-

Vermont Academy Freshmen Arts Program is a required

toire. Our group usually carries 10-15 members includ-

cians at VA who are more interested in classical reper-

of this hands-on mini course in electronic music. The

ing strings, winds, brass, and other instruments where

course for all entering freshmen.

appropriate.

Our literature includes arrangements

of well-known classical pieces as well as examples of

Ensemble Offerings – H Period

music from film and popular culture. Two rehearsals per

Jazz Ensemble (Full year course, open enrollment at TII & TIII) Through intensive ensemble rehearsal, this

week make this ½ class an easy addition to a musician’s

ability to perform music from the jazz, funk, latin, and

concert programs featuring Jazz and Vocal Ensembles.

academic schedule. This ensemble presents numerous

class will provide members with the knowledge of and

concerts throughout the school year, adding balance to

contemporary literature. Two rehearsals per week make

Chamber Ensemble is a year long elective with no pre-

this ½ class an easy addition to a musician’s academic

requisite.

26

Vermont Academy Graduation Requirements 2012-2013

Students must satisfactorily complete at least 17 college preparatory course credits to graduate; the majoity of students graduate with 20 or more credits. All courses are awarded a half-credit per semester.

Credits

Courses required

Minimum

Average

English — Four: Eng 9, Eng 10, Eng 11 and

4

4

Mathematics - Three: Algebra 1, Geometry,

3

4

Sciences - Two: one from the biological

2

3+

2

3

3

3+

Arts - One

1

2

Electives - One: any credit from one of the departments above

1

1

Total Credits

16

20+

1/2 credit each semester in Grade 12

sciences and one from the physical sciences

Modern Languages - Two: through level two of one language Social Studies - Three: U.S. History (normally in the junior year) and two additional credits (4 semesters)

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